The Applicability of the Psychomotor Domain as Differentiated Lesson Objectives and Pedagogic Strategies for Teachers of Hairdressing at Nvq Level Two.
Subject Conference Paper Module DID7230 Claire Black-Student Number: U1076668 The applicability of the Psychomotor Domain as differentiated lesson objectives and pedagogic strategies for teachers of hairdressing at NVQ Level two.
The main issue I aim to discuss in this paper is the usefulness and the applicability of using differentiated lesson objectives based around the psychomotor domain and pedagogic strategies within the context of my hairdressing lessons.
I currently teach a NVQ Level 2 hairdressing qualification to 16-19 year olds in the 6th form of a community college in a semi rural area. Through the awarding body VTCT I deliver both theory and practical sessions to the students; practical lessons are held in a realistic salon environment with paying clients situated in a prominent position on a busy high street. It is within these sessions after recent observations that my observer critiqued about the use of procedure related verbs and my lack of use of them; for this reason I have decided to investigate this area further. I will examine and analyse the application of procedure related verbs, sourced from B.Blooms psychomotor domain as well as other academics; to re-assess and adapt my objectives to enhance the learning capabilities of my students and to promote differentiated pedagogic strategies.
I aim to critically evaluate other various theories and apply them to my practice; following feedback from learners and peers I hope to indicate a beneficial outcome to clarify objectives for my practice for myself, my learners and other fellow subject specialists.
Within the practical sessions I found it difficult to clearly state objectives that differentiated and enhanced my lesson outcomes; I felt this was because it was an “active” session dealing with a majority of the affective and psychomotor domains rather than the cognitive and also because the objectives can be many and varied depending on my learners individual tasks. I also was unsure
The main issue I aim to discuss in this paper is the usefulness and the applicability of using differentiated lesson objectives based around the psychomotor domain and pedagogic strategies within the context of my hairdressing lessons.
I currently teach a NVQ Level 2 hairdressing qualification to 16-19 year olds in the 6th form of a community college in a semi rural area. Through the awarding body VTCT I deliver both theory and practical sessions to the students; practical lessons are held in a realistic salon environment with paying clients situated in a prominent position on a busy high street. It is within these sessions after recent observations that my observer critiqued about the use of procedure related verbs and my lack of use of them; for this reason I have decided to investigate this area further. I will examine and analyse the application of procedure related verbs, sourced from B.Blooms psychomotor domain as well as other academics; to re-assess and adapt my objectives to enhance the learning capabilities of my students and to promote differentiated pedagogic strategies.
I aim to critically evaluate other various theories and apply them to my practice; following feedback from learners and peers I hope to indicate a beneficial outcome to clarify objectives for my practice for myself, my learners and other fellow subject specialists.
Within the practical sessions I found it difficult to clearly state objectives that differentiated and enhanced my lesson outcomes; I felt this was because it was an “active” session dealing with a majority of the affective and psychomotor domains rather than the cognitive and also because the objectives can be many and varied depending on my learners individual tasks. I also was unsure